Phonemic and Phonetics (Developmental Reading)

First Edition, 2019

ISBN________

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Published by the Department of Education Division of Cagayan de Oro

Schools Division Superintendent: Jonathan S. Dela Peña, PhD, CESO V
Assistant Schools Division Superintendent: Alicia E. Anghay, PhD.
OIC Chief- Curriculum Implementation Division: Lorebina C. Carrasco

Development Team of the Phonemic and Phonetics (Developmental Reading)

Writers:Effie May B. Arces, Aisa T. Badana, John Vincent Besas, Arlyn Lea Luisita M. Cabatino,
Eva P. de los Santos, RomelritaL. Maghuyop,Analiza V. Sabello, Jocelyn Rovie N. Salo,
Lucille T. Tura, Darlenie G. Tulang, Beverly Zapanta
Illustrators:Sol C. Balista, Jayviert R. Bucalon, Jessica A. Bunani,Ruel Caiňa, Sheena Marie R.
Cascon, Maria Irene D. Casiňo, Cyrus Bradlee Galeon, Romualdo L. Isabela, Ryan
Boyd Pahapay,Johnwyne B. Liloc, Ryan Z. Roa
Cover Design Artist: Ryan Roa
Content Lay-out: Jairus John M. Gochuco
Internal Reviewers and Editors: Anita M. Gochuco – Division Reading Coordinator
Anita M. Gomez – Asst. Division Reading Coordinator
Jerry G. Roble, PhD. – Division English Coordinator
January Gay T. Valenzona, PhD. – LRMDS Manager
Reproduction (LRMDS) : Gemma P. Pajayon and Lanie M. Signo
External Reviewer: Maria Flerida T. Nery, PhD.- Associate Professor II, XU SOE

DepEd-Division of Cagayan de Oro City-Learning Resource Management and Development System

Office Address: Fr. William Masterson Avenue, KM 5, Upper Balulang, Cagayan de Oro City
Email: [email protected]
 PREFACE
The Division of Cagayan de Oro City has come up with this
phonemic and phonetics material as an aid in teaching reading as a
developmental form. Based on the Phil-IRI manual, thirteen modules are
involved in this material to cater to the needs of the learners. It is
composed of exercises commencing from word, phrase, sentence, and
paragraph levels. Such arrangement is done in order to motivate
learners to read the texts with reading teachers modelling them.
To settle problems on sound productions, IPA symbols are used.
Every section of the material contains samples serving as a guide for
readers to follow.
This material requires teachers to be models first in producing
sounds. Hence, explicit teaching is promoted along this aspect. The
teachers do impart sounds to learners in four levels: word, phrase,
sentences, and paragraphs emphasizing a particular phoneme in
transcribed from using IPA symbols. For mastery level, teaching of
sounds in repeated form is needed.
On the other hand, the story has to read orally by the learner while
the teacher listens. The teacher corrects immediately the learner when
error is committed or just count the mistake without interrupting,
depending upon the purpose of the teacher. The comprehension
questions will be answered by the learner upon the teacher’s assistance.
If the learner answers in vernacular but is correct, it is credited as one
point since comprehension assessment is the target. However, if the
purpose of reading is mastery, the comprehension questions could be
excluded.
It is hoped that this material empowers both teachers and students
to love reading.
 TABLE OF CONTENTS
Copyright Notice ………………………………………………….. i
Preface ………………………………………………….. ii
Table of Contents …………………………………………………… iii
Summary of Modules …………………………………………………… iv

Module 8: Diphthongs
Lesson 1: The Sound ow ……………………………………………………………… 1-9
A. Words ……………………………………………………………… 2
B. Phrases ……………………………………………………………… 6
C. Sentences ……………………………………………………………… 7
D. Story ……………………………………………………………… 8
Lesson 2: The Sound oy ……………..………………………………………………. 10-18
A. Words ……………………………………………………………… 11
B. Phrases ……………………………………………………………… 15
C. Sentences ……………………………………………………………… 16
D. Story ……………………………………………………………… 17
 SUMMARY OF MODULES
Module 1: The Short Vowel Sounds
Lesson 1: The Sound a
Lesson 2: The Sound e
Lesson 3: The Sound i
Lesson 4: The Sound o
Lesson 5: The Sound u
Module 2: Consonant Initial Blends
Lesson 1: Bl, CL, Fl and Gl blends
Lesson 2: Br, Cr, Dr and Pl blends
Module 3: Consonant Final Blends
Lesson 1: -ft, -lt, -nt, -st
Lesson 2: -lk, -ck
Lesson 3: -nd, -rd, -mp
Module 4: Consonant Digraphs
Lesson 1: ng
Lesson 2: nk
Lesson 3: sh
Lesson 4: -th (voiced)
Lesson 5: -th (unvoiced)
Lesson 6: ch, -ch, -tch
Lesson 7: wh
Module 5: Long Vowel
Lesson 1: long a
Lesson 2: long e
Module 6: Vowel Digraphs I
Lesson 1: ai as in pail
Lesson 2: ee as in sheep
Lesson 3: ea as in beat
Lesson 4: ie as in pie
Module 7: Vowel Digraphs II
Lesson 1: oa as in goat
Lesson 2: ou as in mouse
Lesson 3: oo as in cool
Lesson 4: au as in clause
Lesson 5: ew as in brew
Module 8: Diphthongs
Lesson 1: ow as in blow
Lesson 2: oy as in boy
Module 9: Phonograms
Lesson 1: -ld as in bold
Lesson 2: -ar as in bar
Lesson 3: -or as in born
Lesson 4: -er as in fern
Lesson 5: -al as in call
Lesson 6: -ul, -ull, -ush as in full, blush
Module 10: Words ending in –ed, -le, -tion, sion
Lesson 1: Final vowel y as in army
Lesson 2: Words ending in -le, -tion, -sion
Lesson 3: Words ending in -ed
Module 11: The sound of oo and ajar
Lesson 1: oo as in book
Lesson 2: unaccented /e/ as in ajar
Module 12: The sound of dz, f, se, ph, e, -tion, -sion
Lesson 1: c having /s/ sound
Lesson 2: ph having /f/ sound
Lesson 3: se having /z/ sound
Module 13: Words with silent sound of k, w, t, b, l
Lesson 1: The silent sound of k, w, t, b, l
 Lesson 1
The Sound

/ow/ = /o/
as in BLOW
PCLS SYMBOL THE I.P.A
/ow/ /o/

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 1

 A. Words

/b/

/b/+/l/

/b/+/l/+/o/=

blow

[blo]

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 2

 /f/

/l/+/o/=

Flow

[flo]

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 3

 /s/

/s/+/n/

/s/+/n/+/o/=

Snow

[sno]

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 4

go slow

low pillow

tow yellow

bowl show

blow throw

crow glow

willow growl

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 5

 B. Phrases

go slow

a yellow bowl

follow the flow

go with the flow

row in a shadow

in a shallow home

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 6

 C.Sentences

1. They go with the

flow.
2. How slow will they
go?
3. Please show your
crow.
4. I see snow at the
window.

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 7

 D.Story

The Fish Bowl

The fish bowl sits on a low shelf.

Six fish swim fast, three go slow. How

slow will they go? A bit slow, they just

go with the flow. Seven fish are yellow;

the other fellow, he’s white like snow.

(Adapted from Blend Phonics Lessons and

Stories p.48)

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 8

Comprehension Questions:

1. Where is the fish bowl?

2. Do all the fish swim fast?
3. Are there any yellow fish?
4. How white is snow?

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 9

 Lesson 2
The Sound

/oy/ = /ƆI/
as in BOY

PCLS SYMBOL THE I.P.A

/oy/ /ƆI/

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 10

 A. Words

/b/

/b/+/ƆI/=

boy

[bƆI]

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 11

 /b/

/b/+/ƆI/

/b/ + /ƆI/ + /l/=

boil

[bƆIl]

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 12

 /s/

/s/+/ƆI/

/s/ + /ƆI/ + /l/=

soil

[sƆIl]

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 13

boy boys
toy toys
joy joys
boil soil
soya decoy
annoy employ
oyster destroy
noise voyage

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 14

 B. Phrases

a noisy voice
boys find joy
boys like toys
employ the boy
the joyful noise
joined with soil
oyster boiled in oil
destroy the poison

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 15

C. Sentences

1.Most boys like toys.

2.My choice is to rejoin
the group.
3.Roy saw the dog
destroy the decoys.
4.Most boys do not like
oysters boiled in oil.
5.The noise and turmoil
will annoy Joyce.
Deped-CDO-Reading Phonemic and Phonetics 8 | Page 16
D. Story

Boys

Most boys like toys. Most boys do

not like oysters boiled in oil. Boys find

joy in play joined with soil.

(Adapted from Blend Phonics Lessons

and Stories p.51)
Deped-CDO-Reading Phonemic and Phonetics 8 | Page 17
Comprehension Questions:

1. What do most boys like?

2. I like oysters. Do you like them?
3. What is a game that you play on the
soil?
4. What is another word for soil?

Deped-CDO-Reading Phonemic and Phonetics 8 | Page 18